Examining Primary Teachers’ Acceptance and Long-Term Integration of AI-Powered Learner Corpora in Writing Instruction: Insights from TAM and ECM Frameworks

This study investigates the influences on primary school teachers’ adoption of AI-powered learner corpora in writing instruction through a structured questionnaire focusing on external support, individual characteristics, and technology perception. Employing reliability and validity assessments, including factor analysis, the research validates a robust theoretical framework. Key findings reveal that self-efficacy (PSE) and intrinsic motivations, such as interest and growth mindset (GM), significantly affect perceived ease of use (PEOU), perceived usefulness (PU), and satisfaction—critical for ongoing technology adoption. Notably, while external support (Facilitating Conditions) proved insignificant in enhancing PEOU, findings emphasize the importance of intrinsic factors over institutional support. This challenges traditional technology acceptance models, suggesting a need for tailored teacher training that enhances confidence and operational simplicity. The research highlights a nuanced understanding of AI’s role in education, necessitating ethical considerations and participatory design to align tools with pedagogical values, ultimately promoting innovative writing instruction.

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